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Resumo

Reactions to the articles on Dunn's monograph are presented, and four major counter arguments are stressed: (a) Hispanic professionals are doing a disservice to Hispanic students by explaining away their poor test performance and not spreading the blame among the Hispanic community; (b) Bilingual education hinders Hispanic students because it removes them from mainstream students from whom they could learn; (c) Retention and improvement of psychological tests is encouraged, with standardization and single norming of tests rather than multiple norms; and (d) If Hispanics are to become velleducated productive members of our society, blame for low IQ scores should be shared by the Hispanic community and problem solving strategies developed. Suggestions for policy makers and educators to increase the equality of education for Hispanic children are highlighted.

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